Vol. 7 No. 1 (2025)

This issue of the RIAICES Journal brings together a selection of contributions that address, from different theoretical and contextual perspectives, the current challenges in the educational and social field, focusing on the transformation of institutions, inclusion, pedagogical innovation and the expansion of professional profiles linked to education.

The article "Organization of educational institutions for inclusion" analyzes the principles, strategies and challenges faced by schools in the process of building inclusive cultures, emphasizing the need for flexible and participatory organizational models that promote equity. In line with this concern for institutional improvement, the text "The transformation of an educational center into a Learning Community" delves into the value of the active participation of the educational community and the environment as the axis for generating sustainable and shared processes of change.

From a more personal and reflective approach, the article "Exploring the construction of teacher identity from research: A global approach" offers a review of international studies that allow us to understand how training processes, classroom experiences and cultural contexts shape the professional identity of teachers in different latitudes.

Methodological innovation and the transformative potential of emerging pedagogies are reflected in two empirical papers. "Edusistemas con ScoutSTEAM: una propuesta innovadora para la transformación y la mejora de la educación" presents an educational experience centered on the ScoutSTEAM methodology, oriented to the development of future competencies and values in school contexts. Mathematical learning through digital games" examines the impact of the use of playful technologies in the acquisition of mathematical content, providing evidence on how digital environments can promote logical thinking, motivation and active learning.

Finally, the article "The pedagogue in Human Resources departments: competencies, challenges and opportunities from an organizational perspective" opens the reflection towards new spaces of action for education professionals. Through an empirical study, it analyzes the valuation of the pedagogical profile in the business environment, identifying the key competencies that it can bring to Human Resources teams and the factors that condition its incorporation.

As a whole, the articles in this issue offer a plural and critical view of the present and future of education, highlighting both the need for organizational transformation and the emergence of new pedagogical languages, active methodologies and professional profiles committed to social improvement.